Student will understand that some of the prejudices of the Colonial era are still evident in today's society.
Student will know Important Events: Salem Witch Trials.
Student will be able to analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the world and the implications for the present and the future.
Maine Learning Results Alignment
Maine Learning Results: Social Studies
E. History
E1 Historical knowledge, concepts, themes, and patterns
Grade 9-Diploma "Colonial Era 1500-1754" Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the world and the implications for the present and the future. Rationale: I met these standards because the students will be analyzing the Salem Witch Trials and relating what happened in the trials to today. Students will understand the importance and historical significance of the Salem Witch Trials.
Assessment
Formative (Assessment for Learning)
Students will do a student survey to show the teacher how the students are progressing in their learning. The students will also create charts and have notes of what they have learned.
Summative (Assessment of Learning)
*The students will be required to write a blog reacting to the Salem Witch Trials. This will be graded.
Integration
Type 2 Technology- Students will write a blog and the teacher will post comments on the blog.
English-Students will write a reaction in the form of a blog.
Groupings
Students will count off by groups of four. They will need these groups for the round robin brainstorming.
Differentiated Instruction
Strategies *Interpersonal- Students will work independently for the round robin activity. Intrapersonal- Students will work alone to create the 5 W's chart. Kinesthetic- Students will be part of a mock trial. Verbal- Students will write a blog. Visual- Students will organize their thoughts on the 5 W's chart. Logical- Students will use the 5 W's chart which maps out their thoughts into five questions.
Modifications/Accommodations
*I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. I
Absent Students: If students are absent it is their job to check the wiki for the work that is due for the next class. They student should do as much work as they can for the assignment(s) that are do for the next class but will not be punished if not all of it is complete. If student is absent it is their job to e-mail the teacher (if possible) to tell her you will be missing class. All handouts that were given in class will be in the students folder in the back of the classroom. All returned work for the student will also be in that file. It is the students job to pick up that work and find the teacher before or after school to go over what was missed in class. If the situation is an emergency, a death in the family, or an extreme illness please inform the teacher when possible so they know the situation. In this case students can have an extended time to get their work done and the teacher will be available to help them get caught up. The teacher will decide if the situation is worthy of extra time. If being absent is going to be ongoing due to illness or family realted issues, please inform the teacher and they will make accomodations with you.
Extensions
*Type two Technology- students will write a blog and teacher will post comments
Materials, Resources and Technology
-Laptops with internet
-Pens/ pencils
-Student survey
-Checklist
-Content Notes
Source for Lesson Plan and Research
I created this lesson myself. The graphic organizer came from eduplace.com.
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: I use a variety of different activities so student can learn in a way that is comfortable for them. I make the classroom feel safe and challenge students by digging deeper into big issues. I have the students act out a trial during the time of the Salem Witch Trials. I present the information while having students come up to the board. I have the students write a 5 W's chart to keep track of their notes. Students will be able to express their opinions of the trials. Students will also do a round robin brainstorming activity.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: The Salem Witch Trials were very important to the Colonial era. I compare the Trials to where we are today and dig deep into how the Trials made America what it is today. I will discuss where the trials took place, the date, and the details of what happened. The students will understand the prejudices that existed back then and the prejudices that exist today.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: I use six of the eight intelligences (Verbal, Visual, Kinesthetic, Logical, Intrapersonal, Interpersonal). This allows students to learn in a way that helps them learn best. By using these students are able to learn the material in a way that is comfortable for them. I use verbal when we are having our class discussion, I use Visual for the hook when the class acts out the trial, I will use kinesthetic when the class does the acting as well. I use logical when we do the 5 W's chart, I use interpersonal at the beginning of the round robin activity and I use interpersonal when students work in groups for the round robin.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: I use a student survey so the students and myself can see how the students are progressing. I also have them do a blog to assess how well they are understanding the concepts. I use a checklist for the blog so they can evaluate themselves and I can evaluate them. The blog will be a reaction to the the Salem Witch Trials so they can have a chance to write their opinions and say what they think.
Teaching and Learning Sequence:
Desks will be set up like a courtroom and then will move into a semi circle. Agenda:
-Hook
-Overview of Salem Witch Trials
-discussion/debate
-5 W's
-Round Robin
-Student survey
-Blog
Students will understand that some of the prejudices of the Colonial era are still evident in today's society. The real life connection for this lesson is that it demonstrates how history is likely to repeat itself. Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Hook- Students will participate in a mock trial that the teacher will lead where one student will get accused and "put to death."(10 minutes)
The first thing the class will do after the hook is to put the desks back into a semi circle. I will then give a brief overview of the Salem Witch Trials such as the date of it, the people involved, and how it started. While I am discussing the background and we are having a discussion, the students will be filling out a 5 W's graphic organizer on the information that is being presented to them. The student will hand in the chart at the end of class so I can check it off and make sure they did it. When they get it back they will keep it in their binders.(40 minutes) Equip, Explore, Tailor- Verbal, Visual, Kinesthetic, Logical
The class will then have a discussion about the Salem Witch Trials. To have this debate the students will do a round robin brainstorming activity. The teacher will ask several questions such as "What was the reason behind the acusations made in the Salem Witch Trials" and "What affect did the Salem Witch Trials have on the making of America?" The students will do their activity and afterwards I will give time for any clarifying questions or any comments or opinions. (25 minutes) Experience, Tailor-Kinesthetic, Verbal, Intrapersonal, Interpersonal
T
he last thing thing the students will do in class is a student survey which is the same one from the presious lessons. This will allow students to see how much they have learned. For homework the students will need to write a blog about their opinions on the Salem Witch Trials. They will use a checklist to do this. The blog will be graded based on if the student efficiently checked off everything on the rubric. I will post comments on the blog and the student will be able to redo the blog for full points anytime between the due date and the end of the unit. (5 minutes) Rethink, Revise, Tailor- Verbal
UMF LESSON PLAN FORMAT
Teacher’s Name: Emily Farley Lesson # :5
Grade Level:10 Topic: Salem
Objectives:
Maine Learning Results Alignment
E. History
E1 Historical knowledge, concepts, themes, and patterns
Grade 9-Diploma "Colonial Era 1500-1754"
Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and the world and the implications for the present and the future.
Rationale: I met these standards because the students will be analyzing the Salem Witch Trials and relating what happened in the trials to today. Students will understand the importance and historical significance of the Salem Witch Trials.
Assessment
*The students will be required to write a blog reacting to the Salem Witch Trials. This will be graded.
Integration
English-Students will write a reaction in the form of a blog.
Groupings
Differentiated Instruction
*Interpersonal- Students will work independently for the round robin activity.
Intrapersonal- Students will work alone to create the 5 W's chart.
Kinesthetic- Students will be part of a mock trial.
Verbal- Students will write a blog.
Visual- Students will organize their thoughts on the 5 W's chart.
Logical- Students will use the 5 W's chart which maps out their thoughts into five questions.
*I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. I
Absent Students: If students are absent it is their job to check the wiki for the work that is due for the next class. They student should do as much work as they can for the assignment(s) that are do for the next class but will not be punished if not all of it is complete. If student is absent it is their job to e-mail the teacher (if possible) to tell her you will be missing class. All handouts that were given in class will be in the students folder in the back of the classroom. All returned work for the student will also be in that file. It is the students job to pick up that work and find the teacher before or after school to go over what was missed in class. If the situation is an emergency, a death in the family, or an extreme illness please inform the teacher when possible so they know the situation. In this case students can have an extended time to get their work done and the teacher will be available to help them get caught up. The teacher will decide if the situation is worthy of extra time. If being absent is going to be ongoing due to illness or family realted issues, please inform the teacher and they will make accomodations with you.
*Type two Technology- students will write a blog and teacher will post comments
Materials, Resources and Technology
-Pens/ pencils
-Student survey
-Checklist
-Content Notes
Source for Lesson Plan and Research
Maine Standards for Initial Teacher Certification and Rationale
Rationale: I use a variety of different activities so student can learn in a way that is comfortable for them. I make the classroom feel safe and challenge students by digging deeper into big issues. I have the students act out a trial during the time of the Salem Witch Trials. I present the information while having students come up to the board. I have the students write a 5 W's chart to keep track of their notes. Students will be able to express their opinions of the trials. Students will also do a round robin brainstorming activity.
Rationale: The Salem Witch Trials were very important to the Colonial era. I compare the Trials to where we are today and dig deep into how the Trials made America what it is today. I will discuss where the trials took place, the date, and the details of what happened. The students will understand the prejudices that existed back then and the prejudices that exist today.
Rationale: I use six of the eight intelligences (Verbal, Visual, Kinesthetic, Logical, Intrapersonal, Interpersonal). This allows students to learn in a way that helps them learn best. By using these students are able to learn the material in a way that is comfortable for them. I use verbal when we are having our class discussion, I use Visual for the hook when the class acts out the trial, I will use kinesthetic when the class does the acting as well. I use logical when we do the 5 W's chart, I use interpersonal at the beginning of the round robin activity and I use interpersonal when students work in groups for the round robin.
Rationale: I use a student survey so the students and myself can see how the students are progressing. I also have them do a blog to assess how well they are understanding the concepts. I use a checklist for the blog so they can evaluate themselves and I can evaluate them. The blog will be a reaction to the the Salem Witch Trials so they can have a chance to write their opinions and say what they think.
Teaching and Learning Sequence:
Agenda:
-Hook
-Overview of Salem Witch Trials
-discussion/debate
-5 W's
-Round Robin
-Student survey
-Blog
Students will understand that some of the prejudices of the Colonial era are still evident in today's society. The real life connection for this lesson is that it demonstrates how history is likely to repeat itself. Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
Hook- Students will participate in a mock trial that the teacher will lead where one student will get accused and "put to death."(10 minutes)
Equip, Explore, Tailor- Verbal, Visual, Kinesthetic, Logical
Experience, Tailor-Kinesthetic, Verbal, Intrapersonal, Interpersonal
he last thing thing the students will do in class is a student survey which is the same one from the presious lessons. This will allow students to see how much they have learned. For homework the students will need to write a blog about their opinions on the Salem Witch Trials. They will use a checklist to do this. The blog will be graded based on if the student efficiently checked off everything on the rubric. I will post comments on the blog and the student will be able to redo the blog for full points anytime between the due date and the end of the unit. (5 minutes)
Rethink, Revise, Tailor- Verbal